ETC 547 Instructional Activity Assignment

1. Creating a Classroom Social Story Book
- My Classroom Rule

2. Student Grade Level
 7th Grade MOMD Self Contain Functional Program
Students Learning Character
 Students in the area of moderate mentally disability
demonstrate a significantly sub average general
intellectual functioning existing concurrently with
deficits in adaptive behavior manifested during the
developmental period, which adversely affects their
educational performance.
 Learning level is 1/3 to 1/2 of chronicle age
Understanding of concepts seems to be more concrete.

3. Related Content Standards/ Objectives
 Students will demonstrate improved comprehension
skills by indicating the meaning of at least two
objects/ partial objects, tactile symbols, or pictures
found in the school environment.
(AZ R:07 S3 C1 PO8 Alt 3)
 Students will demonstrate improved work habits by
following work site rules
( AZ Alt. WS: S 5 C2 PO1)

4. Related Technology
Standards/Objectives
 Students will demonstrate creativity and innovation by
using digital creativity tools to create original works.
(AZ ET:03 S1 C4 PO 1)
 Students will demonstrate effective communication
and collaboration with others as a whole or small
group using digital tools. and collaboration by using
tools. (AZ ET:02 S2 C1 PO1)

5. Web 2.0 & Instructional
Communication Tool
 Web 2.0 Storybird (www.storybird.com) will be used
in this lesson unit.
 The purpose for this lesson is letting students with
intellectual challenge have technology learning
experience.
 Instructional aides will be grouping with students to
assist the learning in order to reduce students’ anxiety.
 Google Docs will be used as collaboration
/communication tool for this lesson.

6. Instructional Activity
Instruction:
1. Students share and list that the rules they have at
home and at school.
2. The teacher leads a discussion which helps the
students recognize that rules help people get along
with one another, and identify the need for rules in
school to create and maintain a comfortable and safe
learning environment.
3. The students then brainstorm rules they are familiar
in different setting (home, school, grocery
store, restaurant) and discuss them.

7. Instructional Activity
Instruction:
4. The teacher asks students to brainstorm the
classroom rules, and each student write down one in
a sticky note.
5. The teacher input all the rules in a spreadsheet and
project to SmartBoard. Then students need to vote
and mark to choose the top five votes rules. Students
see the result from a bar graph in SmartBoard.
6. The teacher will divide class into five groups, and
each group will choose one rule and put it in a poster.

8. Instructional Activity
Enrichment:
1. The class will make a social story book of “My Classroom
Rule”.
2. The students will complete their assignment by providing
their own definitions of these five rules throughout
shared Google Docs within school provided g-mail
system at home or in the library.
3. The teacher post the final document and project to
SmartBoard. The class will discuss and choose two to
three definitions for each rule.
4. The teacher will project “Storybird” to SmartBoard, and
each group will discuss and choose the image and input
the text in this digital book.

9. Classroom Management
 Strategy 1: Group Discussion (Hilton. Millis & Kopera-
Frye)
 The use of group discussion technique for this activity
provides students with opportunities to learn from one
another through a group process.
 Through group discussion, students will manage their
own learning experience and verbally express what their
understandings.
 Through their fully participation, students will own the
ownership of the book.

10. Classroom Management
 Strategy 2: Brainstorming (Saskatoon Public School)
 Brainstorming is an open sharing activity which
encourages all children to participate. By expressing
ideas and listening to what others say, students adjust
their previous knowledge or
understanding, accommodate new information and
increase their levels of awareness.
 Strategy 3: collaborative Learning (Davis)

11. Classroom Management
 Strategy 3: collaborative Learning (Davis)
 Students will be assisted to use Google Docs to sharing
their thoughts.
 Students are going to experience “give and take”. They
are going to give feedback, and they are going to take
peers’ comments.
 The students will understand better that this kind of
collaborate learning is a manner of respect in their life.

12. Support for Diverse Learners:
 Students with communication disability will be using
AAC device to attend discussion in the group. The
limitation of AAC device is that students can only use
the vocabularies which has been programmed in the
device.
 The modification of this lesson is providing several
picture examples for low functional students to make a
choice. They will choose the example they feel like
match the rule the best. Then, an instructional aide
will input the example to Google Docs in order to
share with the class.

13. Resources
 Students are going to use Google Docs to
create, share, and store their work collaboratively.
 Speech Recognition - Students with intellectual
challenge will use Speech Recognition which can be
installing through windows Ease of Access Center under
control panel.
 Storybird.com- Students will create and share books to
view online using original art provided on the site.
Students would be engaged and think creatively while
building skills in vocabulary, sentence structure, and
creative and conceptual writing skills.


14. References
 Hilton, J. M., Millis, B., & Kopera-Frye, K. (n.d.).
Teaching tools & techniques. Retrieved from
http://www.ntlf.com/html/lib/suppmat/teachingtools.
pdf
 Saskatoon Public School. (n.d.). Instructional
strategies online -brainstorming. Retrieved from
http://olc.spsd.sk.ca/DE/PD/instr/strats/brainstormin
g/index.html
 Davis, B. G. (n.d.). Tools for teaching - collaborative
learning: Group work and study teams. Retrieved from
http://teaching.berkeley.edu/bgd/collaborative.html